This blog was submitted by Childhood Education International and authored by Julie Kasper in the framework of the Teacher Task Force #TeachersMissing advocacy campaign to showcase members' good practices in addressing teacher shortages worldwide.
To address teacher shortages and workforce diversity, Childhood Education International’s Pathways to Teaching Project (PTP), supports refugee and (im)migrant teachers in overcoming barriers to rejoin the teaching profession in the U.S.
As the Teacher Task Force’s #TeachersMissing campaign and the UNESCO Global Report on Teachers have made clear, there is a crisis in recruiting and retaining an additional 44 million teachers worldwide to achieve universal access to primary and secondary school by 2030.
What is hidden, perhaps, and particularly devastating about this statistic is the fact that there are talented and dedicated teachers who have been forcibly displaced from their homes and resettled/migrated to a new country who are eager to rejoin the teaching profession but are barred or not warmly welcomed to do so.
How can these “missing” teachers be supported in reconnecting with their passion?
How can they fulfil their purpose as classroom teachers in their new country of residence?
The Center for Professional Learning (CPL) at Childhood Education International has been exploring answers to these questions over the past year through their Pathways to Teaching Project (PTP). This project is focused on supporting individuals of refugee and (im)migrant backgrounds, called PTP Fellows, now living in the United States as they learn, network, and develop unique plans for navigating hurdles to join the U.S. teacher workforce.
Funded by the New Schools Venture Fund and in partnership with local and state educational authorities, talent management staff, workforce development programmes, refugee/(im)migrant service organizations, higher education and alternative certification programmes, and a generous team of supporters comprised largely of diverse classroom teachers, PTP Fellows from around the world spent eight months learning about U.S. education systems and certification and licensure requirements.
“The Pathway [project] helped me understand that I wasn’t alone because at first I felt like I was alone. I didn’t know what direction I would go to. The Fellowship helped re-establish my confidence towards pursuing my teaching career goal. It helped provide me with my first community and association where I was able to learn about the U.S. education system.” PTP Fellow from Nigeria
These #TeachersMissing found each other and a community of support
PTP Fellows were welcomed into a community of practice, where they were supported in their exploration of the education systems and various education careers in the U.S. The community of practice also helped them to take first steps along their journeys to re/join the global teacher workforce.
“In this program, I was encouraged by everyone's positive words and I felt that I can face any problem and reach my goal.”
PTP Fellow from Afghanistan
Like other countries around the world, in the United States teacher shortages are of increasing concern; studies reveal 55,000 teacher vacancies and more than 270,000 underqualified teachers working in U.S. classrooms.
Alongside these concerns around teacher retention and recruitment in the U.S., diversification of the U.S. teacher workforce is a top priority. The Institute of Education Sciences (IES) in the U.S. Department of Education, and many researchers cited in an IES infographic on this topic, argue that a diverse teacher workforce is essential for equitable experiences and outcomes for students.
“I remember one of the [PTP] speakers said ‘I carry a drum from my country; I carry a map of my country; I wear an attire that was made in my country.’ Those make wonderful, remarkable connections to kids. Because when they look at you and see themselves in what you wear or what you say, it cuts down on the problems that you will face in the classroom.”
PTP Fellow from Liberia
Individuals arriving in the U.S. with teaching experience are uniquely positioned to address both of these needs. In addition, they can offer cultural and linguistic support for students and families.
In CPL’s inaugural PTP cohort of 40 individuals, more than 23 languages are spoken. This abundance and talent is needed in the teacher workforce in the U.S. and around the world.
Why then, is it so challenging for “newcomers” to re/join education careers after moving from one country to another?
What might we do, as a global community and within our national and local education systems, to lower barriers and create more welcoming pathways to joining education professions, including to becoming classroom teachers?
Personalised, holistic solutions and SMART plans
What we have learned from our PTP initiative is that the solutions are not immediate nor one-size-fits-all. PTP Fellows made important progress toward achieving their goal of teaching in the U.S.
Thirty-three percent secured new educator roles for the 2024-2025 school year, including three individuals who are now full-time classroom teachers. Others are earlier in their journeys and are working toward securing copies of their transcripts and diplomas (an impossibility for many Afghan women currently), learning more English, passing licensure exams, and building their knowledge and skills to thrive in U.S. classrooms. They are also becoming familiar with curricula-in-use, learning technologies, and diversity, equity, and inclusion practices and policies that are different from their previous teaching contexts and countries.
88% of participants have a unique, SMART pathway plan that they feel confident will help them in becoming a teacher. These plans were co-created with coaches, mentors, and the project team at CPL to ensure they are realistic and achievable based on each educator’s life circumstances, talents, needs, and local context.
This personalised, caring, and holistic approach is what is needed in order to invite #TeachersMissing back into classrooms after they have been uprooted.
Welcoming pathways that don’t assume certain language and/or digital fluencies, documentation/degree(s) in hand, or shared life/cultural experience are essential. There are brilliant individuals in communities around the world who want to teach. Their cultural and linguistic assets can enrich schools and improve experiences and outcomes for every learner. Let’s invite these #TeachersMissing back into our education systems!
To learn more or to connect with the work the Center for Professional Learning at Childhood Education International is doing, please contact Julie Kasper, Director of Teacher Learning and Leadership: jkasper[at]ceinternational1892.org.
Photo credit: Shutterstock.com/Monkey Business Images
The #TeachersMissing advocacy campaign is supported by:
